LS2 (7-8) - 5 Students demonstrate an understanding of equilibrium in an ecosystem by … 5a identifying which biotic (e.g., bacteria, fungi, plants, animals) and abiotic (e.g., weather, climate, light, water, temperature, soil composition, catastrophic events) factors affect a given ecosystem.
Context of Lesson:
Within this lesson, students will be activating their prior knowledge of living and non-living things and making connections to biotic and abiotic factors within ecosystems. Students will be then applying these terms to different components of an ecosystem by differentiating between living (biotic) and non-living (abiotic) factors.
Materials:
Appropriate amount of copies of all handouts, markers/chalk, video clip, computer connected to screen projector to play video. http://www.youtube.com/watch?v=y-wpbhnom70
Students will be able to... 1.Compare and contrast Living and Non-Living things within our environment using a venn diagram. 2.Determine differences of biotic and abiotic factors within the environment. 3.Develop a basic knowledge of what an ecosystem contains.
Instruction:
Opening - Admit Activity- Students will complete an admit activity to get their thinking geared towards what makes up our environment. Two questions will be asked: “What are some activities that we enjoy to participate in outdoors?” as well as, “In our environment, what is around us in the outdoors?”. Have students share their answers to the second question aloud to the class and have them write their responses on the chalk/white board at the front of the room.
Regarding the responses written on the board, pose the question to the class: “Are these components living or non-living?”. After some student feedback, pose to the class: “How do we know what constitutes a living thing?” Pass out venn diagram worksheet. Students can work in pairs and complete the compare and contrast activity.
Engagement:
After students have completed the venn diagram, debrief with asking for similarities, differences, and where these living and non living things are found. Play biotic/abiotic video and have students complete the questions that are located at the bottom of their venn diagram worksheet. Play video twice to ensure students receive the opportunity for the content information to be reinforced.
Closure:
Review biotic and abiotic factors, by asking the questions “Why they are important to each other?” as well as “How they help humans?” Revisit the ideas that were written on the board by students and as a class aloud, classify them as biotic or abiotic factors. Use different colors to circle the ideas in order to clearly differentiate them.
Assessment:
Informally assess students throughout the class with their participation and understanding of the admit activity, comparison of living and non-living things, as well and their understanding of biotic and abiotic factors when revisiting their initial ideas. For homework students will label biotic and abiotic factors within an ecosystem image.
Lesson Title:
Living vs. Non-Living thingsState Standards: GLEs/GSEs
LS2 (7-8) - 5
Students demonstrate an understanding of equilibrium in an ecosystem by …
5a identifying which biotic (e.g., bacteria, fungi, plants, animals) and abiotic (e.g., weather, climate, light, water, temperature, soil composition, catastrophic events) factors affect a given ecosystem.
Context of Lesson:
Within this lesson, students will be activating their prior knowledge of living and non-living things and making connections to biotic and abiotic factors within ecosystems. Students will be then applying these terms to different components of an ecosystem by differentiating between living (biotic) and non-living (abiotic) factors.
Materials:
Appropriate amount of copies of all handouts, markers/chalk, video clip, computer connected to screen projector to play video. http://www.youtube.com/watch?v=y-wpbhnom70
Objectives:
Students will be able to...1.Compare and contrast Living and Non-Living things within our environment using a venn diagram.
2.Determine differences of biotic and abiotic factors within the environment.
3.Develop a basic knowledge of what an ecosystem contains.
Instruction:
Opening - Admit Activity- Students will complete an admit activity to get their thinking geared towards what makes up our environment. Two questions will be asked: “What are some activities that we enjoy to participate in outdoors?” as well as, “In our environment, what is around us in the outdoors?”. Have students share their answers to the second question aloud to the class and have them write their responses on the chalk/white board at the front of the room.
Regarding the responses written on the board, pose the question to the class: “Are these components living or non-living?”. After some student feedback, pose to the class: “How do we know what constitutes a living thing?” Pass out venn diagram worksheet. Students can work in pairs and complete the compare and contrast activity.
Engagement:
After students have completed the venn diagram, debrief with asking for similarities, differences, and where these living and non living things are found. Play biotic/abiotic video and have students complete the questions that are located at the bottom of their venn diagram worksheet. Play video twice to ensure students receive the opportunity for the content information to be reinforced.
Closure:
Review biotic and abiotic factors, by asking the questions “Why they are important to each other?” as well as “How they help humans?” Revisit the ideas that were written on the board by students and as a class aloud, classify them as biotic or abiotic factors. Use different colors to circle the ideas in order to clearly differentiate them.Assessment:
Informally assess students throughout the class with their participation and understanding of the admit activity, comparison of living and non-living things, as well and their understanding of biotic and abiotic factors when revisiting their initial ideas. For homework students will label biotic and abiotic factors within an ecosystem image.